School Improvement Plan
Every year, the school reviews the progress that has been made and sets new improvement priorities to be worked on and achieved over the following school year. On this page, you will find the priorities that have been set and approved by the governors for 2021 - 2022. Progress towards achieving these is reported to the full governing body throughout the year to ensure they are being met to a high standard. If you would like to know any more about these priorities or how we are working towards achieving them, then please either speak to the Headteacher or a member of the governing body.
Priority 1 - Quality of Education
Linked Ofsted Target:
To improve planning in English and the wider curriculum to ensure that all pupils can learn to the best of their abilities.
To improve the organisation and management of classroom activities and routines so that pupils know what to do and swiftly receive any help they need. This includes the early years.
SIAMS Strand Link:
Strand 2 Wisdom, Knowledge and Skills
Actions Taken
- During Performance Management meetings in the Autumn Term, appropriately challenging targets were set for all pupils using prior attainment/ baseline data (EYFS) as the starting point for the targets. Catch Up funding/ Pupil Premium funding has been used to target intervention and Booster Support.
- Pupil Progress meetings took place during the Autumn Term – these meetings highlighted pupils causing concern and interventions to support accelerated progress. Intervention groups and outcomes have been monitored by the SENDCO to ensure quality of support and impact.
- In school moderation took place during the Autumn Term to support consistency of assessment judgements. EYFS, Year 2 and Year 6 staff will attend external LA moderation opportunities in the Spring/Summer terms.
- The school is now using Insight to track and monitor assessment. STAR Reader Assessments are used across KS2 to support with the monitoring of progress and identifying gaps for intervention. From Spring 2, STAR Maths will be used for all pupils across the school to further support this process.
- Last academic year, the school engaged with the New Wave English Hub to complete a Phonics audit. This process highlighted areas of provision requiring improved consistency and supported the school to shape provision going forwards. An updated Phonics Policy now provides staff with increased clarity regarding the expectations for teaching phonics following the validated programme Little Wandle Letters and Sounds.
- In line with the recommendations from Little Wandle Letters and Sounds, the school's approach to Guided Reading has been changed for EYFS and KS1 pupils. This ensures that the pupils have more opportunities to read with adults in school and take home decodable texts which they are able to consolidate their skills with.
- The school was given £6000 from the English Hub to access phonics training and to purchase decodable texts - the training has been delivered to all staff and the new decodable texts are now in use. The LA has also given the school an additional £1000 for decodable texts to increase the number of each individual book which we could buy.
- The English Leader has mapped out text types to be taught across the school and has provided staff with training on progression documents for each text type; this has supported staff with planning for English and ensuring there is appropriate progression and challenge across the school. The English Policy has been updated to reflect the changes made. Greater consistency and understanding has also been facilitated for staff through the updated Phonics Policy.
- All staff have received Reading for Inference training – these reading strategies are being developed across the school to ensure consistency in teaching approaches and embedded understanding for the children.
- The English Subject Leader has led staff CPD focussed upon modelling/’think aloud’ strategy – during learning walks/observations this has been observed in practice to a good effect.
- Writing across the curriculum is being planned for more regularly across the school to enable the children to practice and apply skills taught. The English Subject Leader has provided support for staff with linking topics to genres/texts.
- Where it has been possible staff have engaged with external links to enhance/support the children’s learning i.e. Sikh parents supporting with RE Q&A
- The English Leader has purchased and implemented a new spelling scheme across KS2 – the pupils are engaging well with this.
- Staff are given opportunities to visit practitioners in other schools/within school – staff have reflected upon practice observed and used ideas to shape their own provision to positive effect.
- The school has engaged with the Haringey Curriculum Project for Humanities. The main reason for the decision to engage with this was the focus on reading. The school continue to access training for this.
- Through engagement with the Maths Hub, our EYFS teacher and Year 3 teacher have received training and support through the Hub which has been cascaded to the rest of the staff. This has improved pedagogy and approaches to teaching to enable consistency and appropriate levels of challenge.
- The Teaching & Learning Policy has been reviewed and updated with staff to facilitate consistency in practice across the school. This Policy identifies the Assessment for Learning approaches which should be adopted by all staff as part of their practice as well as guidance on Learning Environments.
- AfL tasks are used across the curriculum to establish pupil starting points – planning is more tailored to the needs and interests of the pupils to inform appropriate levels of challenge and scaffolded support.
Priority 2 - Behaviour and Attitudes
Linked Ofsted Target:
Ensure that the school’s behaviour policy is understood by parents and is consistently applied by all staff.
SIAMS Strand Link:
Strand 4 Community and Living Well Together
Actions Taken
- Following our 2019 Ofsted Inspection, a parental questionnaire was completed to ascertain parental views/understanding of the Behaviour Policy. 99% of parents who responded said that they had read and understood the Policy.
- An application was made to work with the Behaviour Hub last academic year with a view to particularly supporting children with identified SEMH needs as part of this work. The Headteacher has had the opportunity to visit our Lead Behaviour Hub School and reflect upon our school's practices and policy through peer support.
- Our Behaviour Policy has been updated and implemented following consultation with a range of stakeholders and work with the Behaviour Hub (Autumn 1 2021). Staff now feel more confident of their role in implementing the Behaviour Policy.
- Our revised policies for Behaviour and Attendance have been shared with parents at the start of this academic year. Parents have fed back favourably about the use of Class Dojo to share pupil's achievements.
- CPOMS is now used by all staff to record any Yellow/Red card behaviour incidents – this system makes reviewing a child’s overview/sharing with parents far more streamlined. It has also proven invaluable when sharing information with the Behaviour Panel and Neuro Team in order to access further support for children.
- The Headteacher and Year 3 teacher have accessed the LA STEPS Training – aspects of this approach have been built into the school’s Behaviour Policy.
Priority 3 - Personal Development
SIAMS Strand Link:
Strand 2 Wisdom, Knowledge and Skills
Strand 4 Community and Living Well Together
Actions Taken
- Staff deliver a curriculum which is broad and balanced and plan enrichment opportunities for the pupils. For example, this academic year, the Year 6 children have had an Evacuation Day at Stibbington; the Year 3 pupils have been to Peterborough's New Theatre for a performance of The Bear; we have had a visit from Britten Sinfonia performing Billy and the Beast. We also have wider opportunities for the pupils such as attending the Young Voices concert at the 02 Arena in May and various music tuition opportunities and after school clubs.
- The Cambridgeshire County Council Personal Development Programme is used across school to support the teaching of weekly PSHE lessons. This includes RSE, E-Safety and healthy eating and lifestyle units of work for each year group. This programme is sequential and progressive enabling the children to build on their understanding each year.
- Sports Premium funding is used to provide Forest School lessons for all pupils and to pay for lunchtime sport activities with sports coaches.
- A member of staff has been trained to deliver the Mindfulness in Schools Project (MiSP) Dot B and Paws B curriculum to children aid pupil wellbeing. This programme will recommence during Spring 2.
- Each week we have a planned focus for our acts of Worship which link to our six Values – Fellowship, Peace, Forgiveness, Joy, Kindness and Love. Our Worship regularly focuses upon our responsibilities of respect, tolerance and following of rules. Each week Rev. Colin Hurst, the incumbent at St. Bartholomew’s, supports us with our Worship.
- We have engaged with national events, such as Black History month, Remembrance (involving members of the community) and have fundraised for local, national and international charities such as Peterborough Soup Kitchen, Children in Need and Destiny Africa. Engagement in these helps to raise the pupils’ awareness and empathy of others, particularly with regards to supporting charities.
- Pupils have a democratic voice within the school. Each year, School Ambassadors are elected, these pupils meet and feedback the views of their class peers. The pupils also elect Year 6 House Captains each year. These pupils have the job of counting up and reporting on House totals.
- There are a number of leadership opportunities for the pupils such as: House Captains, Pupil Ambassadors, Newbucks Managers, Sports Leaders and Peer Mediators. The children enjoy these leadership roles and are proud to help others in the school community.
- Year 5 and Year 6 pupils are given the responsibility to Lead Worship each week for their peers by exploring themes discussed during the week and presenting these to the rest of the school community in their own way.
- The pupils are supported to think about their futures and what they might aspire to become through links with STEM ambassadors, Perkins Engineers and parents with a variety of job roles. Year 5 and Year 6 have had a visit from a female STEM ambassador during the Autumn Term.
Priority 4 - Leadership and Management
Linked Ofsted Target:
Clarify roles, responsibilities and accountability of staff members, especially those holding subject leader responsibilities. Develop communication with parents to increase understanding about improvements being made in key areas of the school’s work.
SIAMS Strand Link:
Strand 4 Community and Living Well Together
Actions Taken
- Job descriptions have been reviewed, updated and shared with staff so staff are clear about their roles and responsibilities.
- Performance Management targets are SMART to ensure clear success criteria and timescales for completion.
- An updated Subject Leadership Guidance document has been developed with staff to support staff with ‘core tasks’ for completion and deadlines and with prompts for carrying out monitoring activities.
- Teachers received an overview of release time and directed time with clear expectations for work to be completed with timescales.
- Members of the SLT have taken on the responsibility for PM for TAS to ensure that they are clear about their job role and expectations.
- Subject Leader files have been established to ensure all leaders are clear about the documentation and tasks they need to complete with timescales.
- Subject Leaders have audited and purchased resources to enhance curriculum areas taking responsibility for facilitating staff CPD and monitoring the impact of this.
- SLT have received support from external advisors with monitoring for their areas of subject responsibility – this has aided understanding of: their role requirements; monitoring processes and evaluation.
- The Maths Leader has provided training for all staff with using the White Rose overviews and materials. This has supported staff with having an understanding of progression in Maths and small steps (sequencing the learning journey in an appropriate order). Pedagogical approaches (i.e. varied fluency through conceptual understanding, bar modelling) have been shared with staff to support their approach to teaching and learning and ultimately consistency across the school.
- The English Leader has mapped out text types to be taught across the school and has provided staff with training on progression documents for each text type. This has supported staff with planning for English and ensuring there is appropriate progression and challenge across the school. Greater consistency and understanding has also been facilitated for staff through the updated Phonics Policy.
- The RE Leader has completed ‘Understanding Christianity’ training with the Diocese and has shared updated planning documents and expectations with staff. Through her collaborative work with other schools, she has shared examples of pupils’ work and ideas for Big Question Days which has enhanced the children’s provision and developed the teachers’ understanding.
- The Art and Design and Design and Technology Leader has mapped out objectives for both subject areas providing resources, support and guidance for staff with planning and teaching these subject areas.
- The Humanities Leader has engaged with the Haringey Education Partnership to further develop our curriculum offer for History and Geography. The Haringey materials are now being used in Years 3 and 4 and will continue to roll out each year.
- The Early Years teacher has worked collaboratively with Peterborough Local Authority and the Diocesan Advisor to further develop teaching and learning within the Early Years. The outdoor area has been further enhanced by resources purchased through funding bids which have been secured by our PTA. This provision now provides the children with improved, quality resources to mirror the indoor learning environment.
- Half termly updates are provided to parents via ‘Newsborough’. This has a link to our School Development Plan and the actions which have been taken.
- Headteacher has attended CAFÉ training and plans to start Reading Cafés in school when restrictions allow.
Priority 5 - Early Years
Linked Ofsted Target:
Review the Early Years provision and planning so that they build on what children already know and can do to better prepare them for Year 1. Further develop the role of adults during child-initiated activities.
SIAMS Strand Link:
Strand 2 Wisdom, Knowledge and Skills
Strand 4 Community and Living Well Together
Actions Taken
- The Reception outdoor area has been further developed to increase engagement/ learning opportunities for the pupils. This area has now been organised into ‘zones’ so that the children are able to access large scale construction; role play and musical opportunities; the mud kitchen and digging area; a maths area; gross motor skill development (bikes/trikes).
- Visual prompts are embedded into the classroom practice to support the pupils with independence. This supports the children to know the intended purpose of each of the areas of the provision and how to access these meaningfully.
- EYFS staff have received support from the Peterborough Learning and Teaching Adviser and through externally sourced CPD about their role with facilitating learning – it is evident that staff are engaging effectively with the children and enhancing the provision.
- The Early Years teacher has engaged with the Maths Hub to develop children’s early number sense – the EYFS teacher has taken ideas from this training and implemented them into her practice to good effect.
- Differentiation and challenge is evident through the adult directed and child initiated learning opportunities. The questioning and engagement with the adults further supports and extends the learning well.
- The EYFS teacher has mapped out the Early Years Curriculum in line with the new EYFS statutory framework.
Priority 6 - Christian Distinctiveness
SIAMS Strand Link:
Stands 1,2,3,4,5,6,7
Actions Taken
- The Year 5 and Year 6 pupils have the responsibility for planning Worship on alternate Fridays. All pupils across the school are able to read out prayers during Worship each week.
- Our Reflection Garden was officially opened in September by Bishop Donald. This area has been part of a whole school community project where parents and friends of the school have donated raw materials and items. The children are now in the process of making items for the garden and a prayer trail.
- We have an established link with the Kampala Children's Centre in African and have held a mufti-day to raise funds for them. We are in the process of arranging delivery of resources and books to the school.
- A member of staff has now completed the Mindfulness in Schools Project Dots and Paws B Mindfulness curriculum training and plans to deliver sessions to the children from Spring 2.